"What is it exactly that you want to teach?"
|These Calgary Cambridge pages are mostly derived from
the work of Kurtz SM, Silverman JD, Draper J and is clearly referenced in
full in the two books:
and enhanced by a recent publication:
- Agenda-led outcome-based analysis
- Building a supportive climate
- The Calgary-Cambridge observation guide to the consultation
- The enhanced Calgary—Cambridge framework (diagrammatic)
- Computer skills for the Calgary-Cambridge observation guide
- Teaching the behavioural tools
- Calgary-Cambridge in more depth
- A structure to the consultation
- Rationale for communication skills teaching
- Methods of analysing the consultation
- Are there problems in communication between doctors and patients?
- Some notes on selected aspects
- How to structure a consultation
- Understanding the patient's perspective
- Screening for problems that the patient wishes to discuss
- Developing rapport
- What is the research evidence that rapport building skills make a difference to the medical consultation?
- Research evidence on ending the consultation
- Shared decision making
"Apparent setbacks, though uncomfortable, are often a prelude to great leaps forward"
COT to Calgary Cambridge teaching session
Communication skills patient questionnaire for evaluation of the doctors skills
Effective Professional Interactions
- Kurtz SM, Silverman JD, Draper J (1998) Teaching and Learning Communication Skills in Medicine. Radcliffe Medical Press (Oxford)
- Silverman JD, Kurtz SM, Draper J (1998) Skills for Communicating with Patients. Radcliffe Medical Press (Oxford)
- Kurtz S, Silverman J, Benson J, Draper J (2003) Marrying Content and Process in Clinical Method Teaching: Enhancing the Calgary-Cambridge Guides Academic Medicine;78(8):802-809
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